In the 2000s, several major education reforms have been implemented in Norway. The reform in the teacher education is heavily inspired by the Finnish model, with introduction of a new research-based content, with the aim of developing a new type of professional knowledge, as a basis for teachers’ professional practice. Drawing on Maton’s Legitimation Code Theory, this paper explores the tensions in the new Norwegian teacher education, between knowledge and ways of knowing, by examining students’ practices, expressed in students’ research and development papers in the new teacher education. The paper refutes a one-dimensional concept of experience-based practical knowledge in the teacher education and argues that professional knowledge is based on practices that are informed by specialized and theoretical knowledge.

中文翻译：

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重新表述的伊卡洛斯效应：新挪威教师教育中的语义引力范围和知识形式

2000 年代，挪威实施了几项重大的教育改革。教师教育改革深受芬兰模式的启发，引入了新的研究性内容，旨在开发新型专业知识，作为教师专业实践的基础。本文借鉴马顿的合法化密码理论，通过考察学生在新教师教育中的研究和发展论文中所表达的实践，探讨了新挪威教师教育中知识和认识方式之间的张力。本文驳斥了教师教育中基于经验的实践知识的一维概念，认为专业知识是基于专业知识和理论知识的实践。